Although the online environment has developed over the years, very little research and practice has focused on the task of preparing faculty to teach online. A literature review has indicated that although some of the schemes and modus operandi used in face-to-face delivery can be transferred to an online setting, online instruction deviates significantly from face-to-face instruction and can present numerous challenges for instructors transitioning to a virtual environment. To address online learners’ requirements, instructors must obtain new skills, roles, strategies, and techniques. The literature review indicates that a gap exists in the extent and intensity of capacity building for adjunct faculty, which in turn affects their knowledge of integrating technology, pedagogy and content to teach online effectively. Although several researchers have made allusions to the factors influencing faculty adoption of technology integration practices, no further studies have been conducted to determine the kind of professional development model and the types of knowledge online adjunct faculty will require to adopt technology effectively in online classrooms. As Wolf noted, “Effective programs survey their faculty to determine what type of support is most desired”. Mishra and Koehler have presented their views that twenty-first century educators need three kinds of knowledge for effective adoption of technology in virtual classrooms, namely: technology, pedagogy and content. Training of adjunct academics in contemporary educational practices is thus a key aspect in almost every education improvement strategy and constitutes the main component of online educational reform programmes.